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FORMATIVE ASSESSMENT: GUIDANCE FOR EARLY …

This policy report provides a guide and framework to EARLY childhood policymakers considering FORMATIVE assessment . The report defines FORMATIVE assessment and outlines its process and application in the context of EARLY childhood . The substance of this document is the issues for consideration in the implementation of the FORMATIVE assessment process. This guide provides a practical roadmap for decision-makers by offering several key questions to consider in the process of selecting, supporting, and using data to inform and improve instruction. FORMATIVE assessment : GUIDANCE FOR EARLY childhood POLICYMAKERS CEELO POLICY REPORT Shannon Riley-Ayers, PhD April 2014 | 2 CEELO POLICY REPORT April 2014 FORMATIVE assessment GUIDANCE Contents Introduction .. 4 What We Know .. 5 Recommendations for 5 Defining FORMATIVE assessment and Its Process.

This policy report provides a guide and framework to early childhood policymakers considering ... Ph.D. is an Assistant Research professor at the National Institute for Early Education Research (NIEER) and the Center for Enhancing Early learning Outcomes (CEELO) at ... intervention for young children.

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Transcription of FORMATIVE ASSESSMENT: GUIDANCE FOR EARLY …

1 This policy report provides a guide and framework to EARLY childhood policymakers considering FORMATIVE assessment . The report defines FORMATIVE assessment and outlines its process and application in the context of EARLY childhood . The substance of this document is the issues for consideration in the implementation of the FORMATIVE assessment process. This guide provides a practical roadmap for decision-makers by offering several key questions to consider in the process of selecting, supporting, and using data to inform and improve instruction. FORMATIVE assessment : GUIDANCE FOR EARLY childhood POLICYMAKERS CEELO POLICY REPORT Shannon Riley-Ayers, PhD April 2014 | 2 CEELO POLICY REPORT April 2014 FORMATIVE assessment GUIDANCE Contents Introduction .. 4 What We Know .. 5 Recommendations for 5 Defining FORMATIVE assessment and Its Process.

2 6 Perspectives and Evidence about the Importance of FORMATIVE assessment .. 7 Setting the Future research Agenda.. 8 Issues for Policymakers and Stakeholders to Consider .. 8 Leadership and Policy.. 8 Professional Development and Support.. 9 Time.. 9 The assessment Tool .. 10 Standards Alignment.. 11 Curriculum Connection.. 11 Key Domains.. 11 Reliability and Validity.. 12 Data .. 13 Important Considerations for Policymakers .. 14 Conclusion .. 16 Additional Resources .. 17 References .. 18 ENDNOTES .. 23 | 3 CEELO POLICY REPORT April 2014 FORMATIVE assessment GUIDANCE ABOUT CEELO: One of 22 Comprehensive Centers funded by the Department of education s Office of Elementary and Secondary education , the Center on Enhancing EARLY Learning Outcomes (CEELO) will strengthen the capacity of State education Agencies (SEAs) to lead sustained improvements in EARLY learning opportunities and outcomes.

3 CEELO will work in partnership with SEAs, state and local EARLY childhood leaders, and other federal and national technical assistance (TA) providers to promote innovation and accountability. CEELO Policy Reports .. (describe what a policy report intends to do). For other CEELO Policy Reports, Policy Briefs, and FastFacts, go to Permission is granted to reprint this material if you acknowledge CEELO and the authors of the item. For more information, call the Communications contact at (732) 993-8051, or visit CEELO at This policy report was produced by the Center on Enhancing EARLY Learning Outcomes, with funds from the Department of education under cooperative agreement number S283B120054. The content does not necessarily reflect the position or policy of the Department of education , nor does mention or visual representation of trade names, commercial products, or organizations imply endorsement by the federal government.

4 The Center on Enhancing EARLY Learning Outcomes (CEELO) is a partnership of the following organizations: Suggested citation: Riley-Ayers, S. (2014). FORMATIVE assessment : GUIDANCE for EARLY childhood policymakers (CEELO Policy Report). New Brunswick, NJ: Center on Enhancing EARLY Learning Outcomes. Shannon Riley-Ayers, is an Assistant research professor at the National Institute for EARLY education research (NIEER) and the Center for Enhancing EARLY learning Outcomes (CEELO) at Rutgers University. She conducts research and provides technical assistance on issues related to literacy, performance-based assessment , and professional development. She is first author of the EARLY Learning Scale, led the validation study for the instrument, and continues to evaluate its implementation and use in the field. | 4 CEELO POLICY REPORT April 2014 FORMATIVE assessment GUIDANCE Introduction FORMATIVE assessment * is a process that teachers employ to collect and use assessment information to tailor instruction to the individual needs of Collecting information from multiple sources and analyzing it in light of children s individual learning needs can support teaching whereby all children continue to learn and thrive.

5 Ideally, EARLY childhood educators embed FORMATIVE assessment in instruction by working directly with children to gather information about what children know and can do, how they process information and solve problems, and how they interact with other children and adults. FORMATIVE assessment may include informal, but systematic, vetted and published assessment instruments, home-grown assessment instruments, and data collection procedures employed by teachers in classrooms. FORMATIVE assessment is one component of a comprehensive assessment system. A comprehensive assessment system is defined as, a coordinated and comprehensive system of multiple assessments each of which is valid and reliable for its specified purpose and for the population with which it will be used that organizes information about the process and context of young children's learning and development in order to help EARLY childhood educators make informed instructional and programmatic decisions.

6 A comprehensive assessment system includes, at a minimum, screening measures, FORMATIVE assessments, measures of environmental quality, and measures of the quality of adult-child interactions. 2 A comprehensive assessment system addresses several purposes, each with implications for data use. These purposes include (1) assessments used to support learning and instruction, (2) assessments used to identify children who may need additional services, (3) assessments used for program evaluation and to monitor trends, and (4) assessments used for high-stakes These assessments can further be classified into three tiers, summative, interim, and Summative assessments are often used as one-time high-stakes tests; Interim assessments are those that are given a few times a year but are administered at the program, school, or district level; FORMATIVE assessment is embedded in instruction and administered in an ongoing manner.

7 This brief focuses specifically on FORMATIVE assessment . * Other terms that are used include classroom assessment , observation-based assessment , or authentic assessment , but for consistency this brief will use the term FORMATIVE assessment . | 5 CEELO POLICY REPORT April 2014 FORMATIVE assessment GUIDANCE What We Know FORMATIVE assessment is a process that provides a critical link between standards, curriculum, and instruction. FORMATIVE assessment data are used to plan effective and differentiated instruction and intervention for young children. Reliable assessment and effective data use require considerable training and support for educators and administrators. Assessments selected to inform instruction for young children must be used in everyday routines, activities, and places and include information from multiple sources.

8 Evidence that informs instruction should be gathered over time. A single snapshot does not provide a complete and accurate picture of a child s capabilities. Assessments must be reliable and valid; aligned with standards, age-appropriate expectations, and curricula; and examine key domains of learning and development. assessment should not supersede effective practices, nor should it in any way drive instruction and learning to become didactic, rote, or isolated for children. Empirical research on FORMATIVE assessment implementation in the EARLY childhood field is critical, as policy is outpacing research in this area. Recommendations for Policymakers Ensure that FORMATIVE assessment is a key component of a larger, balanced, and comprehensive state assessment system. Include research and evaluation as components of any new systemic child assessment .

9 Consider the unique needs of children being assessed, including their cultural and linguistic backgrounds, when selecting an assessment system. Pilot test and revise any new assessment policy and procedures, based on feedback from educators, administrators, families, and researchers or data analysts, before roll out. Coordinate assessment policy with other mandates from federal, state, and local sources to avoid duplication, excessive burden on classroom staff, and over- assessment of young children. Engage stakeholders in making decisions, developing policy, and providing important supports such as professional development and ongoing technical assistance. Consider the larger data system when weighing the pros and cons of adopting a common tool across the state, giving local choice from a list of approved tools, or simply providing GUIDANCE in selecting assessment tools.

10 | 6 CEELO POLICY REPORT April 2014 FORMATIVE assessment GUIDANCE Defining FORMATIVE assessment and Its Process The process of assessing what young children know and can do poses particular challenges for young Assessing children is often unreliable, as young children s performance is not necessarily consistent over even short periods of time. Contextual influences and emotional states can affect how they perform on Moreover, young children develop at vastly different rates and their developmental and learning patterns can be episodic, uneven, and Understanding what children know is important for teachers, since children s new knowledge builds on prior knowledge. Given these factors, teachers use of FORMATIVE assessment to inform instruction is an essential piece of effective FORMATIVE assessment is much more than repeated assessment measures over time.


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